INVOKING LINGUISTIC DIVERSITY IN THE CLASSROOM: A WORKSHOP FOR CUNY FACULTY
Facilitators:
Ana Celia Zentella, Professor Emerita Department of Ethnic Studies, University of California, San Diego
David E. Kirkland, Professor, University of Michigan
In this two hour workshop nationally known language and literacy scholars David Kirkland and Ana Celia Zentella will work with participants to understand the dissonance between the “Englishes” students have bring to college and the “required” English they are required to use for the academy.of the classroom. Attendees will participate in a series of language games, discussions and activities that dissect students’ multiple languages and the power-context of the classroom where these languages are enacted. The workshop will then ask participants to apply what they have learned to their own classroom teaching.
Friday, May 4 10:30-12:30
Baruch College, CUNY ROOM VC 9145
Limited To 25 Participants.
RSVP name and school affiliation to: tmccormack@jjay.cuny.edu
Ana Celia Zentella, Professor Emerita in the Department of Ethnic Studies at the University of California, San Diego, is an anthro-political linguist internationally recognized for her research on U.S. Latino languages, language socialization, “Spanglish”, and “English-only” laws. Her community ethnography, Growing up Bilingual: Puerto Rican Children in NY (Blackwell, 1997), won awards from the British Association of Applied Linguistics and the Association of Latina and Latino Anthropologists. Her latest book, co-authored with Ricardo Otheguy, is Spanish in New York: Language contact, dialectal leveling, and structural continuity (Oxford UP, 2012).
David E. Kirkland, professor at the University of Michigan and New York University, is a transdisciplinary scholar of language, literacy, and urban education, who explores the intersections among urban youth culture, gender, and language and literacy practices. He has published widely. His most recent articles include: “‘Books Like Clothes’: Engaging Young Black Men with Reading” (Journal of Adolescent and Adult Literacy), “Listening to Echoes: Teaching Young Black Men Literacy, and the Distraction of ELA Standards” (Language Arts), “‘Black Skin, White Masks’: Normalizing Whiteness and the Trouble with the Achievement Gap” (TCRecord), “English(es) in urban contexts: Politics, Pluralism, and Possibilities” (English Education), and “We real cool: Examining Black males and literacy” (Reading Research Quarterly). He recently completed his fourth book, A Search Past Silence: A Counter Narrative of Black Males and Literacy, which is part of Teacher College Press‘s Language and Literacy Series.
WORKSHOP SPONSORS:
THE CUNY-wide Compositon and Rhetoric Community
The CUNY English as Second Language Discipline Council
Pearson Education
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